HIV/AIDS curriculum development for health science students - a position paper with implications for research [abstract]

ABSTRACT

At present, the Caribbean is second to Sub-Saharan Africa in the cumulative prevalence of reported cases of the acquired immunodeficiency syndrome (AIDS). Therefore, there is an urgent need to broaden the exposure of our teritiary-level health science students to education and training relating to human immunodeficiency virus (HIV) disease, including AIDS. In addition to the teaching/learning agenda, there are immediate opportunities for research in medical education and sociology related to HIV/AIDS. The broad goals of training must include reinforcing the knowledge and skills to remain HIV-free and teaching students to contribute to the care and counselling of persons infected with, and affected by, HIV. At present, there are few infectious disease specialists in the Caribbean, so other professionals must be co-opted to train students in HIV prevention and care. To accomplish the task satisfactorily, we must identify teachers, augment their training and adjust our curricula. In approaching curriculum development, teachers must consider the characteristics of the learner, including age, gender, life experience and students' perception of their risk of contracting HIV. A variety of clinical, social and medico-legal issues can be explored through teaching about HIV/AIDS. Learning objectives should include not only the acquisition of technical knowledge and communication skills, but also the demonstration of growth in attitudinal areas of compassion and empathy. Teaching should be systematic rather than "opportunistic", ie every student should be exposed to an agreed core of relevant material pertaining to HIV/AIDS. Ideally, the curriculum should give every health science student the opportunity to knowingly meet persons living with HIV/AIDS in a supervised setting. The need to respect the patient's privacy and confidentiality must be exemplified by the teacher/mentor. Today's teachers must escape from the traps of denial and procrastination. We must make haste to strengthen our new professionals to confront this dangerous epidemic. (AU)